Darwen Aldridge Enterprise Studio

What Ofsted said

From the inspection on 20 January 2026

Many pupils see this school as a fresh start. They quickly develop a sense of belonging and benefit from a highly nurturing environment where they gain the confidence to be themselves. Pupils spoke about the kindness shown to them by staff. In turn, they are respectful towards one another. As a result, incidents of bullying are rare. Pupils feel safe in school and trust that staff want the very best for them. Staff quickly understand pupils’ needs, including any barriers to learning or wellbeing. Pupils, including students in the post-16 provision ‘D6’, are well supported to achieve. Support is tailored carefully to meet individual needs. For example, pupils value spending time in the hub during social times or attending ‘brew club’, which provide safe spaces to talk and feel understood. Staff reinforce the importance of attending school each day. Most pupils now attend more regularly than they did previously, although some pupils still do not attend as often as they should. Pupils rise to the school’s expectations for behaviour. They demonstrate the 'Aldridge attributes' of teamwork, creativity, problem-solving, risk-taking and passion. The specialised curriculum fuels pupils’ interests and equips them with the knowledge and skills needed to make informed next steps in education, employment or training. Students in the sixth form are workplace-ready. From their starting points, pupils make good progress through the curriculum. Pupils learn how to take up their place in society. For example, a group of pupils visited Downing Street as part of a food poverty campaign. Pupils enjoy trips to museums and theatres, which broaden their cultural understanding and appreciation.

What the school should improve

• Leaders should continue their work to remove barriers to pupils attending school, ensuring that the number of pupils attending regularly continues to increase.
• Leaders should ensure that staff use strategies to check what pupils know and can do consistently well so that any misconceptions can be addressed before learning moves on.
• Leaders should ensure that priorities are identified consistently promptly so that any areas for improvement are acted upon swiftly and effectively.

Read the full Ofsted report (opens in a new tab)